Understanding By Design Unit Template

Title of Unit Human Body Grade Level 11

Subject Health Science 20 Time Frame 14 classes

Developed By Dallin Martin

Stage 1 - Identify Desired Results

Broad Areas of Learning
How are the BAL incorporated into this unit?

Lifelong learners;
- Students will understand how the body systems studied function both while healthy and under distress. Students will be able to
relate diseases and injuries to real-life situations to fully understand how the body reacts under certain situations. From there,
students will apply their knowledge to further understand how their everyday actions have an impact on their overall health
condition.
- Will understand what technological advancements in measuring health are available for students to utilize, and how the
availability of these resources differs depending on your geographical location.
- Will come to know the various resources and infrastructure present within the community where additional knowledge can be
accumulated on the human body.
Sense of Self, Community, and Place;
- Students will learn different perspectives on how certain injuries and diseases and both caused and treated. This will include
various perspectives such as FNMI beliefs, Western treatment, as well as other holistic methods.

Cross curricular Competencies

How will this unit promote the CCC?

Developing Thinking; Developing Identity and Interdependence; Developing Literacies; Developing Social Responsibility
- Within this unit, students will have the chance to participate in critical thinking allowing them to further engage in their learning.
Students will be asked to reflect on their previous knowledge to help further their understanding at the completion of the unit.
By asking them to complete an inquiry based project at the end of the unit, the students will have the opportunity to take
ownership of what they have learned. An inquiry based project will also allow the students to be creative while designing their
presentations.
- Scientific literacies will also be improved by teaching lessons that incorporate scientific inquiry, cultural perspectives, as well as
addressing technological advancements in the scientific community.
- Human body unit will also transfer knowledge into other units studied within this course. Units such as career exploration,
nutrition, diagnostics, and health care philosophies will be examined within this unit.
- Students will understand how their position in society contributes to how they will be observed in the healthcare community.
 Students will also understand how this position is different than other societies around the world.

Learning Outcomes
What relevant goals will this unit address?
(must come from curriculum; include the designations e.g. IN2.1)

HS20-HB1: Analyze the anatomy and physiology of a healthy human

a. Examine First Nations, Mtis and other holistic perspectives of the human body. (K, A)
b. Describe the anatomy (structure) and physiology (function) of at least five human body systems (i.e., cardiovascular, endocrine, lymphatic,
digestive, urinary, muscular, nervous, respiratory, reproductive, integumentary and skeletal). (K)
d. Use anatomical terminology, including directional terms, body planes, body regions and body cavities, to locate human anatomical features
based on standard anatomical position. (K, STSE)
i. Research advances in scientific understanding of human anatomy and physiology. (STSE)
HS20-HB2: Investigate the effects of various injuries, disorders and diseases on human cells, tissues, organs and
systems.

a. Differentiate among the ways in which medical practitioners and the public use terms such as disease, illness, ailment, disorder, infection,
medical condition, syndrome and abnormal condition. (STSE, K)
b. Investigate how the immune system uses a layered defense to respond to pathogens, including the difference between the innate and
adaptive immune system.
c. Research the symptoms, possible causes, stages and scope (e.g., cells, tissues, organs and/or systems) of a pathology that affects one or
more body systems. (K)
e. Outline the history of a disease or illness and its causes, including societal and cultural perspectives. (K, A, S, STSE)
f. Compare prepared slides or digital images of healthy and diseased tissues to identify how pathologies affect cells. (K, A, S)
g. Compare how bacteria (e.g., Salmonella, Streptococcus, and Escherichia coli) and viruses (e.g., common cold, influenza and herpes) differ
in how they are transmitted, their impact on the human body and how each is treated. (K)
h. Analyze the role of homeostasis in various phenomena such as regulation, heart rate, breathing, urination, sweating, digestion, body
temperature, blood composition and stress.

Enduring Understandings Essential Questions

What understandings about the big ideas are desired? (what you
want students to understand & be able to use several years from
now)
What misunderstandings are predictable?
Students will understand that...
What provocative questions will foster inquiry into the content?
(open-ended questions that stimulate thought and inquiry linked
to the content of the enduring understanding)
Content specific.

- All body systems studied within the unit are connected in
that if one system fails, other bodily systems will likely be
affected in the process.
- Can locate and give the basic functions of human body
systems using anatomical terminology.
- Understand the difference between healthy bodily processes
and potentially distressing signals that point to irregular
- What is the relationship between the structure and
function of the body systems studied within this unit?
- How does Western Science differ in its views of treatment
when it comes to disease as opposed to First Nations
views?
- How much money would be saved on health care and
medical expenses if people simply lived a healthier
 body functioning.
- How students can alter their lifestyle to improve overall
health.
Related misconceptions
- Healthy is only defined by your physical health.
- Improper location/functions of body systems
- Certain lifestyles that lead to disease are irreversible.
- Traditional First Nations ways of healing are considered not
reliable.
Knowledge:
What knowledge will student acquire as a result of this unit? This
content knowledge may come from the indicators, or might also
address pre-requisite knowledge that students will need for this
unit.
Students will know...
- The functions of the body systems covered in this unit.
- How to design and complete a basic investigation into the
health of an individual by assessing baseline values (ie:
heart rate, oxygen efficiency, blood pressure, respiratory
rates, etc) when compared with normal values.
- How the immune system responds to disease and other
pathogens.
- Outline a history of a disease or illness and its causes,
including societal and cultural perspectives.
- Recent advances in the scientific community relating to
overall health, treatments, etc.
- Different perspectives on the human body, including First
Nations, Metis, and other holistic methods.
lifestyle?
- What changes can the students make to their daily lives
to improve their overall health condition?
FNMI, multicultural, cross-curricular
- What main differences do you see when learning about
First Nations perspectives on the human body & healing
when compared to traditional Western medicine?
- Why do you believe FNMI and other holistic methods are
not equally represented/part of the discussion when it
comes to healing (when compared with Western medical
practices?)
Skills
What skills will students acquire as a result of this unit? List the
skills and/or behaviours that students will be able to exhibit as a
result of their work in this unit. These will come from the
indicators.
Students will be able to
- Examine First Nations, Mtis and other holistic
perspectives of the human body. (K, A)
- Describe the anatomy (structure) and
physiology (function) of at least five human
body systems (i.e., cardiovascular, endocrine,
lymphatic, digestive, urinary, muscular,
nervous, respiratory, reproductive,
integumentary and skeletal). (K)
- Identify the normal values or ranges for the
common vital signs (e.g., heart rate, blood
pressure, body temperature, O2 saturation and
respiratory rate) of a healthy human. (K)
- Design and carry out an investigation to
examine baseline values used for assessing
health such as heart rate, O2 saturation, blood
pressure, temperature and respiratory rate. (K,
S, A, STSE)
- Research the symptoms, possible causes,
stages and scope (e.g., cells, tissues, organs
and/or systems) of a pathology that affects one
or more body systems. (K)
- Outline the history of a disease or illness and its
causes, including societal and cultural
 perspectives. (K, A, S, STSE)
- Can self-identify certain behaviors that
contribute to unhealthy body processes.
- Identify how students can alter lifestyle to live
healthier.

Stage 2 Assessment Evidence

Performance Task
Through what authentic performance task will students demonstrate the desired understandings, knowledge, and skills? (describes the
learning activity in story form. Typically, the P.T. describes a scenario or situation that requires students to apply knowledge and skills
to demonstrate their understanding in a real life situation. Describe your performance task scenario below)
By what criteria will performances of understanding be judged?
GRASPS Elements of the Performance Task
G Goal
What should students accomplish by
completing this task? Students will be asked to research a chosen injury/disease approved from the instructor. Students
R Role will apply their knowledge learned throughout the unit while also researching additional information
What role (perspective) will your of the chosen topic. From there, students will prepare their research into a production which they
students be taking? will present to their classmates. Included within this assignment will be: a description of the
A Audience chosen injury/disease, effects, bodily response, impacts on daily lifestyle, as well as different forms
Who is the relevant audience? of treatment and recovery. Within the different forms of treatment, students will explore how a
variety of cultures treat similar injuries/diseases and how the treatment differs from traditional
S Situation
Western medical practices. Students will be taking on the role of a researcher who will present their
The context or challenge provided to
the student. findings to their peers at a determined date. Students will have a choice on how they wish to
P Product, Performance present their project, and are encouraged to be creative throughout the process. Although the
What product/performance will the choice of presentation is up to the students, I will introduce/describe a variety of technological
student mediums in which to present their findings. This may include Podcasts, Prezis, PowerPoint, etc.
create?
S Standards & Criteria for
Success Attach rubric to Unit Plan
Create the rubric for the Performance
Task
Other Evidence Student Self-Assessment
Through what other evidence (work samples, observations, How will students reflect upon or self-assess their learning?
quizzes, tests, journals or other means) will students demonstrate
achievement of the desired results? Formative and summative
assessments used throughout the unit to arrive at the outcomes.

- Summative form of assessment will be the research project - Exit slips throughout the unit will include some reflective
 at the end of the unit. For EAL students, presentations can
include video recordings that will eliminate the anxiety of
having to speak fluent English in front of their peers, while
allowing more time to carefully deliver what they have
researched.
- Different forms of formative assessment used include:
Activating prior knowledge activities (ie: Jeopardy, flash
cards, Kahoot, Plickers), entry/exit slips, KWL charts, and
Thumbs up/down activity during lessons. Exit slip
questions could also include: What steps will you take to
gain a further understanding of the topic covered during
this lesson. This way students can set goals while taking
ownership of how they will continue to learn the content
presented
- Based on results from formative assessment, can alter the
lesson plans accordingly to fit the needs of the students.
questions about what they still need clarification on during
lessons. This way, the instructor can respond to their
questions and clear up any misconceptions they may have.
- During the unit ending project, students will be included in
a collaborative manner to determine how the final
assessment rubric will be constructed. Although I would be
the one to determine what criteria would need to be met
along the rubric, the students will have input on what they
feel is important to be marked on (ie: for this rubric, we
have determined that content, organization, presentation,
and proper citations were most important to be graded).
- If I can bring in an elder to speak on FNMI perspectives on
the human body, I would ask students to complete a
journal first brainstorming a list of questions that they
would like to ask the elder. After the presentation, students
would be asked to write a reflective journal assessing what
they have learned from the presentation as well as
questions they still may have.

Stage 3 Learning Plan

What teaching and learning experiences will you use to:
achieve the desired results identified in Stage 1?
equip students to complete the assessment tasks identified in Stage 2?
Where are your students headed? Where have they been? How will you make sure the students know where they are going?
What experiences do the learners bring to the unit? How have the interests of the learners been ascertained? Have the
learners been part of the pre-planning in any way? What individual needs do you anticipate will need to be addressed?
Learning environment: Where can this learning best occur? How can the physical environment be arranged to enhance
learning?
I believe that there will be a wide variety of knowledge levels at the beginning of the class. I think that students will have a general comfort
level when it comes to understanding the skeletal and muscular body systems as this is more common knowledge than the specifics of the
heart, lungs, reproductive (etc) systems. Depending on the demographics of the classroom, students may also struggle with learning
alternative perspectives on the human body (ie: FNMI, holistic methods) as they may simply be more accustomed to Western medicine
teachings. At the end of the unit, it is my hope that students will be able to understand the basic functions of the body systems covered while
also being able to determine what constitutes a healthy and functioning human being. After understanding what is considered healthy,
students should also be able to determine the factors that contribute to certain diseases/pathogens and injuries. At the end of the unit,
students should also be able to identify how certain lifestyle choices negatively affect overall health. Although I will need to further research
the students in my classroom, I will need to prepare my lessons for various learning and physical disabilities to be able to meet their
individual needs. Learning will take place mostly in the classroom, while also including some small lab components.

How will you engage students at the beginning of the unit? (motivational set)

- Explain the importance of bodily systems working together to produce a fully functioning, healthy, human being. Over 600 muscles,
hundreds of bones, etc.
- Often if one body system begins to fail, other systems will also be compromised.
- Human body unit will provide knowledge that can actively be used in students day to day lives.

What events will help students experience and explore the enduring understandings and essential questions in the unit?
How will you equip them with needed skills and knowledge?
# Lesson Title Lesson Activities CCCs Resources

1 - Introduce unit, explaining that we will be covering body systems (cardiovascular, Developi - Jeopardy
Unit skeletal, muscular, nervous, digestive, reproductive), vital signs, various ng game.
introduction, perspectives on medicine/human body, diseases, injuries, etc. thinking. - PowerPoin
beginning of - Jeopardy game: Have prepared game ready, split class into groups to compete t
skeletal against each other. Questions will revolve around what we will be studying presentati
lesson throughout the unit, wont be for marks. Will use as an activating prior knowledge on.
activity, allows instructor to determine what previous knowledge students have,
gets them engaged into content right away to realize what they will learn
throughout unit.
- Begin introduction into the skeletal system. Will use PowerPoint presentation and
fill in the blank notes. Will discuss different kind of bones, their functions, their
physiological makeup, etc.
2 - Lesson plan attached, will use flash cards depicting various bones within the body Developi - Flashcard
Continued while asking students to name the bones shown (activates prior knowledge). ng s,
Skeletal - Group work together to fill in diagram of skeletal system, different kinds of bones, thinking, diagram
lesson function, etc. developi of skeletal
- X-ray exercise: getting students to go through stations and identifying fractured ng system, X-
bones shown visually. Will ask to identify fractured bone on x-ray, how injury will literacies ray
affect patient, potential treatment options known to them. visuals
- Smart
board if
 available.
3 - Flipped classroom activity: Students will be given a link to a video describing the Developi - http://stud
Muscular function and physiology of the muscular system. Students will be asked to fill out a ng y.com/aca
System labelling diagram of the muscles provided, as well as jot down notes on the thinking, demy/less
important uses of muscular system. Must be completed night before lesson, bring Developi on/what-
completed handout to class. ng is-the-
- Students will be asked to go into groups to share what they have learned from the identity muscular-
video. Will record results on large posters. Once completed, will gather together as and system-
a class to compare what they have recorded. interdep function-
- Teacher facilitates group discussion at the final sharing. May ask open ended endence how-
questions to stimulate further discussion and understanding (ie: How must the , muscles-
skeletal and muscular body systems work together to produce movement?) developi work-in-
- Complete hand out together at end of discussion. Will include full diagram of ng groups.ht
muscular system, terminology, fill in the blanks. scientific ml
- Exit slip: What is 1 new thing you have learned about the muscular system you literacies - Large
didnt know before? What is 1 thing you would like clarification on for next class? . sheets of
paper,
markers,
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board if
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hand out
- Exit slips.
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6 - Will be in computer lab for this lesson. Developi - https://ww

Reproductive - Will watch three videos on Youtube (Preferably visible on a SmartBoard) as a class ng w.youtube
System that demonstrates the basics of the reproductive system, as well as the differences thinking, .com/watc
between the male and female reproductive system. (30 min) developi h?
- During these videos, I will have provided each student with a skeleton handout ng v=jRYEqO
where they can fill in answers on the reproductive system. At conclusion of videos, identity OrjH8&list
we will go over answers to the handout as a class to make sure everyone is on the and a =PLbKSbF
same page. (20 min). sense of nKYVY2CB
- Plickers formative assessment to determine student level of understanding on the interdep GrhObSpq
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- Skeleton
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1 - If available, will attempt to bring in a First Nations elder who can come in to speak Developi - Elders
1 FNMI Guest on Indigenous perspectives on the human body. Hoping to address: human body ng presentati
Presenter connections to nature and overall health and wellness, use of the medicine wheel, thinking, on
healing techniques for a variety of diseases/injuries (visual aids if available), developi medium
traditional healing roles within First Nations society, as well as other perspectives ng - Visual
deemed vital to the learning process (30 min presentation) identity aids if
- At conclusion of presentation, students will have a short period to ask questions on and available
FNMI perspectives towards the human body (10 min). sense of - Prepared
- Students for the remainder of the class time will write in a reflective journal about interdep journal
their experience listening to the elder. Questions needing to be answered will endence response
include: What knowledge did you possess prior to the elders presentation , questions.
concerning FNMI perspectives on healing? Describe some similarities of FMNI developi
perspectives on the human body when compared with traditional Western ng
knowledge and other worldviews. After this presentation, has your view on the literacies
human bodys connection to nature changed? Why or why not? (20 min) ,
- Journals will be handed in after class for formative assessment. can determine developi
 students understanding of FNMI content, and if there needs to be additional review ng social
at a later date. responsi
bility.
1 - If time is available, would attempt to add an additional lesson that incorporates
2 other cultures perspectives on the human body. If I could gather a variety of other
knowledge keepers to present to class would be best case. If not, will lead a lesson
that presents to class the diverse perspectives of various cultures seen in
classrooms.
1
3

1
4

1
5

1
6

1
7

1
8

1
9

2
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Assess and Reflect (Stage 4)

Considerations
Required Areas of Study:
Is there alignment between outcomes,
performance assessment and learning
experiences?
Adaptive Dimension:
Have I made purposeful adjustments to the
curriculum content (not outcomes), instructional
practices, and/or the learning environment to meet
the learning needs and diversities of all my
students?
Instructional Approaches:
Do I use a variety of teacher directed and student
centered instructional approaches?
Comments
All lessons completed have been designed with the curricular outcomes in
mind. The performance assessment at the end of the unit as well as the
learning experiences address both outcomes listed for the Human Body unit
presented within the Sask. Curriculum.
For struggling students:
- For EAL students and others with learning disabilities, I would post
lecture slides as well as other assignments ahead of time so they are
given extra time to look over content being presented. If needed, will
consult with student services for additional supports if needed
depending on the needs of the student.
- Will monitor EAL students progress throughout the class to make sure
they are keeping up with course content and fully understanding topics
covered. This can be through casual conversation, or additional 1 on 1
instruction if necessary.
- Increase amount of visual aids available if student struggles with
reading content. This could include graphic organizers or decreasing
lesson delivery based on strictly oral lecture.
- Provide paper copies of flipped classroom activity if student does not
have access to a computer.
- Use Plickers as a form of formative assessment. Plickers does not require
to have access to any form of electronics while supplying students with
answering keys. Technological incorporation of assessment will get
students more engaged.
For students who need a challenge:
- Could suggest other sources which explores content presented further,
including additional sources or handouts to complete (ie: muscle group:
individual labelling as opposed to grouping).
- Allow to work ahead of some assignments if possible.
- Inquiry based final project will stimulate higher levels of learning.
There are a variety of instructional approaches utilized within this unit. Included
strategies will be: direct instruction, group work, individual learning, think-pair-
share activities, and discussion exercises.
Resource Based Learning:
Do the students have access to various resources
on an ongoing basis?
FNM/I Content and Perspectives/Gender
Equity/Multicultural Education:
Have I nurtured and promoted diversity while
honoring each childs identity?
Students will have access to all resources used within the unit. Resources will
be posted on my educational webpage, along with directions to other
potentially useful additional resources.
Elder presentation on FNMI perspectives on the human body and healing will
address the multicultural aspect. Will also present other holistic methods to
overall health to offer alternatives to strictly traditional Western Medicine.
Students will be encouraged to share how their cultural practices and
worldviews towards the human body may differ from traditional beliefs.